Mathematics Education and Subjectivity [recurso electrónico] : Cultures and Cultural Renewal / by Tony Brown.

Por: Brown, Tony [author.]Colaborador(es): SpringerLink (Online service)Tipo de material: Texto

TextoSeries Mathematics Education Library ; 51Editor: Dordrecht : Springer Netherlands : Imprint: Springer, 2011Descripción: XI, 216 p. online resourceTipo de contenido: text Tipo de medio: computer Tipo de portador: online resourceISBN: 9789400717398Tema(s): Education | Mathematics | Education | Mathematics EducationFormatos físicos adicionales: Printed edition:: Sin títuloClasificación CDD: 370 Clasificación LoC:LC8-6691Recursos en línea: Libro electrónico Texto

Contenidos:

About the author. - Acknowledgements. - 1 Introduction. – 2 The regulation of spatial perception -- 3 Cultural mediation of mathematics -- 4 Teacher conceptions of curriculum. 5 Subjectivity in mathematics education research -- 6 Lacanian subject of mathematical learning -- 7 The cultural renewal of mathematical learning -- 8 The political shaping of mathematical learning -- 9 Concluding remarks -- References -- Index.

En: Springer eBooksResumen: This book rethinks mathematical teaching and learning with view to changing them to meet or resist emerging demands. Through considering how teachers, students and researchers make sense of their worlds, the book explores how some linguistic and socio-cultural locations link to prevalent conceptions of mathematics education. The locations include classroom mathematics, spatial awareness, media images of mathematics, curriculum development, teacher education and mathematics education research itself. The book introduces cutting edge theories of subjectivity that trouble more familiar psychological theories of “humans” apprehending mathematical “concepts”. Rather, it suggests that our senses of self and of mathematics result from self-reflections within the various localities in which we live. In foregrounding subjectivity the book shows how mathematics can provoke alternative ways of thinking towards enlivening our transformative capacities. Learning itself is depicted as participation in cultural renewal, where the very mathematics encountered is becoming something new. Addressing teachers, teacher educators and researchers, the book invites the reader to contemplate alternative trajectories of change into fresh ways of being.

Existencias ( 1 )
Notas de título ( 3 )

Existencias
Tipo de ítem	Biblioteca actual	Colección	Signatura	Copia número	Estado	Fecha de vencimiento	Código de barras
Libro Electrónico	Biblioteca Electrónica	Colección de Libros Electrónicos	LC8 -6691 (Browse shelf(Abre debajo))	1	No para préstamo		378586-2001

This book rethinks mathematical teaching and learning with view to changing them to meet or resist emerging demands. Through considering how teachers, students and researchers make sense of their worlds, the book explores how some linguistic and socio-cultural locations link to prevalent conceptions of mathematics education. The locations include classroom mathematics, spatial awareness, media images of mathematics, curriculum development, teacher education and mathematics education research itself. The book introduces cutting edge theories of subjectivity that trouble more familiar psychological theories of “humans” apprehending mathematical “concepts”. Rather, it suggests that our senses of self and of mathematics result from self-reflections within the various localities in which we live. In foregrounding subjectivity the book shows how mathematics can provoke alternative ways of thinking towards enlivening our transformative capacities. Learning itself is depicted as participation in cultural renewal, where the very mathematics encountered is becoming something new. Addressing teachers, teacher educators and researchers, the book invites the reader to contemplate alternative trajectories of change into fresh ways of being.